Treat Me Like Everyone Else: The Experience of Nurses Who Had Disabilities While in School.

The Americans With Disabilities Act requires that nursing programs not discriminate against students with disabilities. This article describes a qualitative study of RNs who had disabilities while in nursing school. As students, participants tried to hide their disabilities, experienced fear and anger from faculty, were frequently told they could never be nurses, wanted to be treated like everyone else, had to work harder than others to prove themselves worthy, and learned to advocate for themselves.

Just and Realistic Expectations for Persons with Disabilities Practicing Nursing.

The Americans with Disabilities Act prohibits discrimination on the basis of disability and requires schools to provide reasonable accommodations for persons with disabilities. The profession of nursing is striving for diversity and inclusion, but barriers still exist to realizing accommodations for people with disabilities. Promoting disclosure, a supportive and enabling environment, resilience, and realistic expectations are important considerations if we are to include among our ranks health professionals who can understand, based on similar life experiences of disability, a fuller range of perspectives of the patients we care for.

Few U.S. schools of nursing on campuses with smoke-free policies: A Call for Action.

INTRODUCTION: Tobacco remains the leading cause of preventable death in the United States. Recognizing that smoke-free policies can significantly reduce tobacco-related morbidity and mortality by preventing exposure to second-hand smoke and increasing quit rates, members of the Tobacco Control Subgroup of the American Academy of Nursing's (AAN) Health Behavior Expert Panel launched a health policy initiative entitled the Smoke-Free Campus Policy for Schools of Nursing Campaign. Designed as a two-phased initiative, the Campaign is a Call to Action to increase smoke-free policies on campuses with Schools of Nursing across the United States by 2020. METHODS: Phase I of the AAN Campaign included a cross-sectional study using secondary data analysis to describe the presence of smoke-free policies on campuses of Schools of Nursing across the United States. A list of colleges and universities with smoke-free policies maintained by the Americans for Nonsmokers Rights Foundation in January 2015 was accessed to conduct the analysis. Schools of Nursing granting baccalaureate and graduate nursing degrees were included. Descriptive statistics were obtained for Schools of Nursing by region of the country and by highest level of nursing degree program of study at each institution. RESULTS: Smoke-free policies of 689 Schools of Nursing were examined. Of these, 442 (64%) did not have 100% smoke-free policies on their campuses. A greater percentage of nursing schools without a smoke-free policy were located in the Northeast (114, 79%) and West (70, 73%). Nearly half (57, 46%) of the Schools of Nursing with a PhD/DNS program had a smoke-free policy in place compared with all other degree program levels (BS/BSN: 69, 35%; MS/MSN: 83, 35%; DNP: 38, 30%). CONCLUSIONS: With only 247 (36%) of Schools of Nursing on campuses with comprehensive smoke-free policies, more must be performed to promote healthy learning and working environments for nursing students, staff, and faculty. As public health advocates, nursing leaders in Schools of Nursing have a moral and ethical imperative to advance tobacco control on college campuses to meet the American College Health Association goals for smoke-free/tobacco-free environments.

Evolución de la Ley de Directrices y Bases de la Ley de Educación Nacional Law - nº 5.692/1971 la enfermería profesional en Brasil / Desdobramentos da Lei de Diretrizes e Bases da Educação Nacional, Lei nº 5.692/71, no ensino profissionalizante em enfermagem no Brasil / Developments of the Guidelines and Bases for National Education Law - nº 5.692/1971 in nursery teaching at a professional level in Brazil

La garantía de la memoria histórica de la enseñanza a nivel medio de la formación profesional en enfermería, en la década de 1970, fue el objeto de esta investigación. Tuvo como objetivos describir y analizar las circunstancias socio-políticas e históricas en que la Ley Nº 5692, de 12 de agosto de 1971, Directrices y Bases de la Educación Nacional fue promulgada, bien como discutir los cambios y la evolución de esta enseñanza en enfermería profesional. Se trata de un estudio descriptivo, cualitativo, exploratorio y de naturaleza histórico-social, basado en el análisis documental. Se optó por la Micro-historia para dar apoyo a la discusión teórica de los resultados de esta investigación, pues el análisis de documentos históricos, desde el punto de vista de que mientras no sea posible ver la sociedad entera a partir de un fragmento social, es posible ver algo de la realidad social que envuelve el fragmento humano investigado. Así, la delimitación de las fuentes históricas del estudio incluye la colección de los Archivos Históricos de la Asociación Brasileña de Enfermería - Sección São Paulo, la Colección de documentos sobre la ABEn / SP, existente en el Centro Histórico Cultural de la Enfermería Ibero Americana y las Series de Documentos del Ministerio de Educación y Cultura. A partir de esta LDB No. 5.692/71, la educación de enfermería se integró plenamente en el sistema nacional de educación y su promulgación se produjo durante la dictadura militar y la ideología del «milagro económico». Según esta ideología, el sistema educativo brasileño debería adaptarse al modelo económico de desarrollo, con la capacitación del personal a nivel técnico, para aumentar y abaratar los recursos humanos para trabajar. A ABEn, como órgano de representación de los intereses políticos e ideológicos de los profesionales de enfermería, dirigió los debates sobre las cuestiones de la formación de recursos humanos en esa área, siendo que en los años 70 más de la mitad del número de personal de enfermería estaba prácticamente sin formación específica. También debido a este hecho, hubo iniciativas del gobierno para tratar de revertir esta situación. A pesar de los problemas de la educación en enfermería que no están explícitos en el texto de la LDB Nº 5.692/71, los resultados de este estudio revelaron que la legislación estudiada tuvo desdoblamientos en las decisiones políticas en el ámbito de la enseñanza profesional y, por consiguiente impactó en la formación de enfermería (AU)

A garantia da memória histórica do ensino em nível profissionalizante em enfermagem, na década de 1970, foi o objeto dessa investigação. Teve como objetivos descrever e analisar o contexto sócio-político e as circunstâncias históricas em que a Lei nº 5.692, de 12 de agosto de 1971, das Diretrizes e Bases da Educação Nacional, foi promulgada, bem como discutir as mudanças e desdobramentos dessa no ensino profissionalizante em enfermagem. Tratase de estudo descritivo, qualitativo, exploratório e de natureza histórico-social, com base em análise documental. Optou-se pela Microhistória para dar sustentação teórica à discussão dos resultados dessa investigação, pois a análise dos documentos históricos, sob o prisma de que, embora não seja possível enxergar a sociedade inteira a partir de um fragmento social, é possível enxergar algo da realidade social que envolve o fragmento humano examinado. A delimitação das fontes históricas do estudo compreende o Acervo do Arquivo Histórico da Associação Brasileira de Enfermagem - Seção São Paulo; o Acervo documental sobre a ABEn/SP, existente no Centro Histórico Cultural da Enfermagem Ibero-Americana da Escola de Enfermagem da USP e a Série Documenta do Ministério da Educação e Cultura. A partir dessa LDB nº 5.692/71, o ensino de Enfermagem foi totalmente integrado ao sistema nacional de Educação e sua promulgação ocorreu durante a Ditadura Militar e a ideologia do «milagre econômico». De acordo com essa ideologia, o sistema educacional brasileiro deveria adequar-se ao modelo econômico desenvolvimentista, com treinamento de pessoal de nível técnico, visando aumentar e baratear os recursos humanos para o trabalho. A ABEn, como entidade representativa dos interesses políticos e ideológicos dos profissionais da área, liderava os debates sobre as questões da formação dos recursos humanos na enfermagem, sendo que na década de 70 mais da metade do contingente de enfermagem era majoritariamente sem formação específica. Também por conta dessa realidade, houve iniciativas governamentais para tentar reverter essa situação. Apesar das questões do ensino da enfermagem não se encontrarem explicitadas no texto da LDB nº 5.692/71, os resultados deste trabalho revelaram que a legislação estudada teve desdobramentos nas decisões políticas no âmbito do ensino profissionalizante e, consequentemente, impactou sobre a formação dos profissionais de enfermagem (AU)

The guarantee of historical memory of the level education in nursing, in the 1970s, was the object of this investigation. This study aimed to describe and analyze the socio-political and historical circumstances in which Law no. 5,692, of August 12, 1971, about Guidelines and Bases of National Education was promulgated, and discuss the changes and developments of this teaching professional nursing. This is a descriptive study, qualitative, exploratory and social-historical nature, based on documentary analysis. We opted for the Micro-history to give support to the theoretical discussion of the results of this investigation as analyzing historical documents from the perspective that, although you cannot see the entire society from a social snippet, you can see something of the reality social involving human fragment examined. The delimitation of the historical sources of the study includes the Collection of the Historical Archives of the Brazilian Nursing Association - São Paulo Section (ABEn/SP), the Collection of documents on the ABEn / SP, in the Central Cultural History of Iberian-American, of the School of Nursing of University of São Paulo and Series Documents of the Ministry of Education and Culture. From this LDB no. 5.692/71, the nursing education was fully integrated into the national system of education and its enactment occurred during the military dictatorship and the ideology of the «economic miracle». According to this ideology, the Brazilian educational system should suit the developmental economic model, with personnel training at the technical level, to increase and cheapen human resources to work. The ABEn/SP, as a representative body of the political and ideological interests of professionals, led discussions on the issues of human resources training in nursing, and in the 70’s more than half the number of nursing was mostly without special training. Also due to this fact, there were government initiatives to try to reverse this situation. Despite the issues of nursing education they are not explicit in the text of the LDB No. 5.692/71, the results of this study revealed that the legislation had studied developments in policy decisions in the context of vocational education and consequently impacted on the training of nursing (AU)

[The nurse training reference framework in Ile-de-France]. / Le référentiel de formation en soins infirmiers en Ile-de-France.

In 2009, the changes introduced by the nurse training reference framework revolutionised the nursing curriculum. Partnerships were set up from the beginning of its implementation. The first three-year cycle has ended and the experience acquired opens up a new phase of further reflection and evolution.

[Reform of nursing studies, impact on the nurse training institutes]. / Réforme des etudes infirmières, impact dans les Ifsi.

The reengineering of nursing training led to the creation of a training reference framework in September 2009, which has considerably modified the reference pedagogical model, pedagogical practices and the monitoring of students. The notion of a partnership with the university has been created; pedagogical and technological innovations have been encouraged.

[Different perspectives on the reform of nursing studies]. / Regards croisés sur la réforme des etudes en soins infirmiers.

Two students and two recently qualified nurses describe their training within the new reference framework, and their reception by their course tutors and by their colleagues in their first jobs.

[The professionalization of nursing in Argentina: political and institutional disputes during Peronism.]. / La profesionalización de la enfermería en Argentina: disputas políticas e institucionales durante el Peronismo.

This paper discusses the professionalization of nurses in Argentina during Peron's administration (1946-1955). We will focus on two nursing schools during such period: Escuela de Engermas de la Secretaría de Salud Pública (1947) and Escuela de Enfermeras "7 de mayo" member of Fundación Eva Perón (1950). We will analyze the institutional disputes over budgetary positions in the context of greater government intervention in public health issues.

Rethinking nursing.

As D.C. focuses on reform, the IOM is set to create a 21st century blueprint for nursing--due in 2010 when organizations are likely to be scrambling toward whatever goals are set out in reform legislation. But the effort is drawing criticism because of who's on the IOM panel. "You have corporate elites doing the study, and you end up with a series of recommendations that are all voluntary," says Suzanne Gordon.

Disability law and nursing education: an update.

Over the past decade, the courts have been called upon to apply the provisions of the Americans With Disabilities Act and Section 504 of the Rehabilitation Act in several cases with implications for programs of nursing education. Courts have restricted who may be considered a qualified individual with disabilities. They have clarified the relative obligations of both students and educators in determining accommodations. Courts have been especially deferential to educational programs preparing health care professionals when program standards and pedagogical requirements are clearly articulated. However, accessibility and compliance with recommendations for accommodations are required at all sites where students are educated. Less clear are judicial interpretations related to making technology accessible and to the disclosure by programs of information about students' disabilities during licensing. These findings lead to several conclusions. First is the need for development of profession-wide standards of competencies and skills for nurses. Second is the need for dialogue about the potential for disability discrimination between nursing educators and state licensing bodies. Last is that faculty and administrators can proceed with some degree of confidence in protecting program practices that are based on sound pedagogical reasoning.

Innovation in nursing education: a statewide grant initiative.

Meeting the challenges of the nursing shortage appears to be daunting for schools of nursing across the nation as they struggle to meet educational capacity needs with limited resources. A statewide grant program was developed and implemented through legislative initiatives providing opportunities for schools of nursing to respond to the need for innovation in nursing education. This article shares some of the successes and challenges identified through the process of implementing and evaluating this grant program. Insights into the political and regulatory process are provided as a model for other states to consider. Examples of educational strategies that were successful in improving the recruitment and retention of students and faculty are discussed. Nursing and other health care leaders across the nation should look to policy initiatives such as grant programs to infuse innovation into educational programs and to address educational capacity issues compounding the nursing shortage.